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Research indicates that deceitful videos tend to spread rapidly online and influence people's opinions and ideas. Because of this, video misinformation via deepfake video manipulation poses a significant online threat. This study aims to discover what factors can influence viewers' capability to distinguish deepfake videos from genuine video footage. This work focuses on exploring deepfake videos' potential use for deception and misinformation by exploring people's ability to determine whether videos are deepfakes in a survey consisting of deepfake videos and original unedited videos. The participants viewed a set of four videos and were asked to judge whether the videos shown were deepfakes or originals. The survey varied the familiarity that the viewers had with the subjects of the videos. Also, the number of videos shown at one time was manipulated. This survey showed that familiarity with subjects has a statistically significant impact on how well people can determine a deepfake. Notably, however, almost two-thirds of study participants (102 out of 154, or 66.23%) were unable to correctly identify a sequence of just four videos as either genuine or deepfake. This study provides insights into possible considerations for countering disinformation and deception resulting from the misuse of deepfakes.

The presentation of survey requests represents an easily modifiable feature of survey communications that can in some contexts affect response propensities. Here, we examine how two features: the framing of the participation request (informed by prospect theory) and the inclusion of targeted appeals based on demographic background (age or electoral district), affect participation rates in the 2021 Icelandic National Election Study, a mixed-mode cross-sectional survey. We find that these features generally fail to affect response propensities and sample composition. However, framed requests produced marginally higher response rates for a subset of the sample that was invited to complete the survey online. This suggests that modifying the presentation of the survey request may be less effective in cross-sectional surveys than in longitudinal ones, where more information is available to inform the content of targeted messages.

To estimate the distribution of the number of acquaintances of the members of a society, the network scale-up method asks survey respondents about the number of people they know with features for which national statistics are available. While many features have been used for this purpose, first names have been suggested to produce particularly low levels of transmission error and recall bias. For this method to be precise, a set of names needs to be selected for the survey that jointly represents the population in relevant variables such as gender or age. This article provides a solution approach to finding the optimal set of names. This can be applied to any population for which a joint distribution of first names and relevant variables is available. We show that our approach successfully provides sets of names closely mirroring the population distributions for six countries with different name statistics.

This study analyzes the consequences of item nonresponse to the question about a household's total net income in the European Social Survey (2008-2018). We recognize two mechanisms in avoiding answering the income question: task complexity and question sensitivity, and apply multilevel logistic regressions to predict the probability of refusals or "Do not know" across respondents of different income levels. We find that the refusal to answer the income question is the highest for respondents with lower incomes, while the probability of selecting "Do not know" answers or refusal to answer is the same among respondents with higher incomes. The bias resulting from the correlation between response propensities and household income affects the accuracy of estimates for several attitudinal measures when income is included as an explanatory variable. We recommend reducing the risk of bias by limiting the complexity and sensitivity of the income question and accounting for nonresponse bias.

This article analyzes whether response patterns in surveys differ between the general population, regular immigrants, and recent refugees. Analyses show that the address quality of refugees contacted in the first wave of a panel study is worse than that of the general population, but of a similar quality to that of other recent immigrants. Once contacted, people in refugee households are more willing than others to participate in the first wave. In subsequent waves, this pattern changes. Address quality remains relatively low, and the motivation to participate deteriorates and is worse in comparison with other populations. However, Cox regression models of individual response behaviour reveal that this is mostly a composition effect. When socio-demographic and interviewer characteristics are taken into account, refugees have a lower risk of attrition than other immigrants, but they have a similar risk as the general population. This article provides important insights for the implementation of research about recent immigrants and refugees into ongoing panel studies.

At the 2020 American String Teachers Association (ASTA) Conference held in Orlando Florida, an attendee of the Wellness Committee Listening Session recommended that a study be conducted to determine the prevalence and awareness of mental health concerns among students and teachers within the organization. Members agreed that there is more needed to be understood so that ASTA could provide professional development webinars, resources, as well as local, state, and national conference sessions. In response to this request and the clear need for more information, a survey was developed and deployed to the ASTA membership in the fall of 2020. Follow-up interviews with members who volunteered in response to an invitation on the survey were conducted in the spring and early summer of 2021. Teachers reported a high prevalence of student mental health issues prior to and during the pandemic and reported concerning levels of work overload, compassion fatigue/burnout, and mental health issues. Generational differences in mental health perceptions were noted, as were opportunities to provide targeted professional development and community-level services.

Here we present the development of the Mentoring in Undergraduate Research Survey (MURS) as a measure of a range of mentoring experienced by undergraduate science researchers. We drafted items based on qualitative research and refined the items through cognitive interviews and expert sorting. We used one national dataset to evaluate the internal structure of the measure and a second national dataset to examine how responses on the MURS related to theoretically relevant constructs and student characteristics. Our factor analytic results indicate seven lower order forms of mentoring experiences: abusive supervision, accessibility, technical support, psychosocial support, interpersonal mismatch, sexual harassment, and unfair treatment. These forms of mentoring mapped onto two higher-order factors: supportive and destructive mentoring experiences. Although most undergraduates reported experiencing supportive mentoring, some reported experiencing absence of supportive as well as destructive experiences. Undergraduates who experienced less supportive and more destructive mentoring also experienced lower scientific integration and a dampening of their beliefs about the value of research. The MURS should be useful for investigating the effects of mentoring experienced by undergraduate researchers and for testing interventions aimed at fostering supportive experiences and reducing or preventing destructive experiences and their impacts.

The Stranger Face Trust scale (SFT) and Imaginary Stranger Trust scale (IST) are two new self-report measures of generalized trust that assess trust in strangers--both real and imaginary--across four trust domains. Prior research has established the reliability and validity of SFT and IST, but a number of measurement validation tests remain. Across three separate studies, I assess the test-retest reliability, measurement invariance, predictive validity, and replicability of SFT and IST, with the misanthropy scale (MST) and generalized social trust scale (GST) serving as benchmarks. First, tests of internal consistency, test-retest reliability, and longitudinal measurement invariance established that all four generalized trust scales were acceptably reliable, with SFT and IST yielding greater overall reliability than MST and GST. Second, tests of multiple group measurement invariance revealed that SFT and IST were equivalent across gender, race, education, and age groups, while MST and GST were non-equivalent across the same sociodemographic groups. Third, an investment game established the predictive validity of SFT and MST, with IST and GST yielding poor predictive validity. Fourth, tests of factor structure and measurement invariance indicated that all four generalized trust scales replicated across samples. The present findings bolster the validity, reliability, and measurement equivalence of SFT and IST, while illustrating the compromised validity and measurement non-equivalence of MST and GST. Implications for the measurement of generalized trust are discussed.

Individual religiosity measures are used by researchers to describe and compare individuals and societies. However, the cross-cultural comparability of the measures has often been questioned but rarely empirically tested. In the current study, we examined the cross-national measurement invariance properties of generalized individual religiosity in the sixth wave of the World Values Survey. For the analysis, we used multiple group confirmatory factor analysis and alignment. Our results demonstrated that a theoretically driven measurement model was not invariant across all countries. We suggested four unidimensional measurement models and four overlapping groups of countries in which these measurement models demonstrated approximate invariance. The indicators that covered praying practices, importance of religion, and confidence in its institutions were more cross-nationally invariant than other indicators.

The relation between reading and mathematics achievement is an active area of research, and evidence in the extant literature suggests they are closely related. However, there is a lack of understanding about how their relation develops over time. Indeed, traditional longitudinal analyses have focused on investigating each domain independently, which misses the opportunity to examine important relations between the two simultaneously as they change over time. Thus, in this study we investigate the joint development of reading and mathematics achievement and the association between their longitudinal trajectories modeled as piecewise linear phenomena using a Bayesian inference approach. We used a random sample (n = 1000) from the Early Childhood Longitudinal Study, Kindergarten class, which followed a cohort of children from kindergarten through middle school, where 49% were male and 76% were in public schools. The findings showed that both educational domains were positively associated along their piecewise linear trajectories, however, the magnitude of association decreased over time. Moreover, a focus on distinct developmental phases highlighted the reciprocal relation between reading and mathematics.

This study investigates the hypothesis that non-isomorphic syntax-semantics mappings pose a greater challenge for non-native (L2) than for native (L1) speakers, focusing on a previously understudied phenomenon. We carried out an antecedent judgment task with L1 German and L1 Russian-speaking, proficient L2 learners of German to examine Condition C connectivity effects in German pseudoclefts. Binding Condition C constrains the interpretation of cataphoric pronouns such that they cannot be interpreted as coreferential with a referential expression within their scope. In specificational pseudoclefts such as "What she liked was Jane's office," Condition C effects can be observed in the absence of the required structural configuration, indicating that these effects result from the computation of a non-isomorphic semantic representation. For superficially similar -- but semantically different -- predicational pseudoclefts, no connectivity effects are expected. While the L1 speakers' judgements showed the expected selective Condition C effect, the L2 speakers showed an across-the-board effect, with their antecedent judgements based on surface-level cues to cataphoric pronoun resolution and not affected by the semantic differences between the two types of pseudocleft. These findings support the claim that establishing syntax--semantics mappings is more difficult in a non-native than in a native language if there is no one-to-one correspondence between form and interpretation.

Many evaluation systems feel like a series of hoops to jump through. Some require goal setting, some require elaborate data collection, and some are a little of both. Regardless of role, it often becomes a box-checking exercise and not a reflective, meaningful process that engenders growth for those engaged in it. In the small rural district of South Summit School District in Kamas, Utah, the authors hoped to go about principal evaluation in an entirely different way. They envisioned something more useful and grounded in principals' work, specifically in the area of instructional leadership that would also promote growth. This article is an account of how the authors used survey results, formed a professional learning community (PLC) with principals, and built a framework of the four themes that emerged that function together for a meaningful process of collaborative inquiry and evaluation.

This study used a qualitative and descriptive methodology to classify and examine the large amount of information that was collected through field research. The research objective was to examine the history and development of Heluo Dagu in Henan Province, China. Field investigation, a questionnaire survey, literature research, a case analysis, and comparative induction were all parts of the study. The interviews were divided into three with key informants and two with general informants. The study's results are as expected, as the history of Heluo Dagu is rooted in ancient Chinese rap music, dating back more than 3,000 years to the Zhou Dynasty. In the early stage, rap music has gone through such musical forms as "advocating you," "Gu Meng," "Chengxiangzhou," "talking," "changing Wen," "Zhugong Diao," "Guzi Ci," "Singing and Earning," "Ci Ci," and "Tao Zhen," which laid a solid historical foundation for the formation of Heluo Dagu. The early forms of Heluo Dagu after its formation include "three-string Hingzi Shu," "Luoyang Qinshu," "Dagu Shu," and "single Dagu." The development of Heluo Dagu has experienced: the first stage in 1905 AD, "drum touch string," "Dagu Jingqiang"; the second stage of the "Three Imperial Meetings"; the third stage, "Baishan Huang," and "Heyang Dagu." At present, the development of Heluo Dagu has been inherited by six generations of artists.

Adult literacy skills are critical assets of individuals as well as societies in terms of economic (e.g., human capital) and social well-being. Thus, it is important to monitor the long-term trends and sources of skill gain/loss. Yet, temporal sources of adult literacy skill variation are understudied. The current study analyzed three comparable, nationally representative datasets including the 1994 International Adult Literacy Survey; the 2003 International Adult Literacy and Life Skills Survey; and the 2012/2014/2017 Program for the International Assessment of Adult Competencies. Results from the age-period-cohort hierarchical cross-classified random effects model showed significant variation in adult literacy skills across cohorts (1930-1995) and time periods (1994-2017). Possible implications for adult education policies and future research needs were evaluated.

One Extension Specialist implemented a STEM pilot robotics program across three middle school settings. A program evaluation to provide guidance and recommendations for future development, implementation, and continued evaluation was conducted as part of a larger study. This process led to the development of a condensed STEM survey that can be used by Extension professionals on STEM dispositions among middle school youth.

The Scholarship of Teaching and Learning (SoTL) faces an emerging challenge as it seeks to balance commitments to disciplinary inclusivity and scholarly quality. We undertake a scoping review of 64 articles across three leading SoTL journals to investigate how the literature balances these twin commitments by exploring what questions are being asked, what methods are being used, and how these may be impacting the inferences that are being made within that scholarship. We advocate for a more focused definition of SoTL that can help reinforce its legitimacy within institutional power structures of scholarship, and for partnerships across disciplinary boundaries to be a central pillar of SoTL that is both high quality and disciplinarily inclusive.

Support from industry professionals is essential to meet the increasing demand for high-quality work-integrated learning (WIL) that forms a core component of university curriculum in various health professions. This qualitative study used an online survey to investigate the current landscape of exercise science and physiology WIL opportunities in Australia, building from a previous 2013 study. Factors were identified from 76 practicum supervisors that restrict and promote willingness to provide WIL opportunities, with recommendations made on how to better support and engage current and future supervisors. Fifteen factors were identified that influenced supervisor WIL engagement, with four factors reported as 'promote', six factors reported as 'restrict' and five factors identified as promoting and restricting. Using these findings, recommendations were made around five key issues related to supporting sustainable, engaging future WIL opportunities. An update was also provided on status of recommendations resulting from the 2013 research and remaining areas for action.

This article aims to map the scales validated in the international literature for the assessment of learning environments. A systematic literature review was carried out in articles from the web of Science database in the period from 1970 to 2020. After completing the three stages proposed by Tranfield, Denyer, and Smart (2003), 94 articles were selected to compose the final sample. Most of the articles analyzed were published from 2011 to 2020 (54.2%). Barry J. Fraser is the author who published most of the articles from the analyzed sample (10), which confirms his representativeness in studies involving the subject. Most articles involve the area of Education and Educational Research (78.7%). Twenty scales used to assess the learning environment were identified. The What Is Happening In This Class? Instrument is the most cited and most used in the articles analyzed. We also identified that the six dimensions of this instrument appear in four or five different scales, which reveals its contribution to the construction of assessment scales. The study results can assist in the development of a multidimensional scale of learning environments.

The scope and breadth of the COVID-19 pandemic were unprecedented. This is especially true for business continuity and the related area of cybersecurity. Historically, business continuity and cybersecurity are viewed and researched as separate fields. This paper synthesizes the two disciplines as one, thus pointing out the need to address both topics simultaneously. This study identifies blind spots experienced by businesses as they navigated through the difficult time of the pandemic by using data collected during the height of the COVID-19 pandemic. One major shortcoming was that most continuity and cybersecurity plans focused on single-axis threats. The COVID-19 pandemic resulted in multi-axes threats, pointing out the need for new business strategies moving forward. We performed multiple regression analysis and constructed a correlation matrix to capture significant relationships between percentage loss of revenue and levels of concern for different business activities moving forward. We assessed the most pervasive issues Florida small businesses faced in October 2020 and broke these down by the number of citations, the total number of impacts cited, and industry affectedness. Key security risks are identified and specific mitigation recommendations are given.

In the context of Artificial Intelligence, Generative Adversarial Nets (GANs) allow the creation and reproduction of artificial data from real datasets. The aims of this work are to seek to verify the equivalence of synthetic data with real data and to verify the possibilities of GAN in educational research. The research methodology begins with the creation of a survey that collects data related to the self-perceptions of university teachers regarding their digital competence and technological-pedagogical knowledge of the content (TPACK model). Once the original dataset is generated, twenty-nine different synthetic samples are created (with an increasing N) using the COPULA-GAN procedure. Finally, a two-stage cluster analysis is applied to verify the interchangeability of the synthetic samples with the original, in addition to extracting descriptive data of the distribution characteristics, thereby checking the similarity of the qualitative results. In the results, qualitatively very similar cluster structures have been obtained in the 150 tests carried out, with a clear tendency to identify three types of teaching profiles, based on their level of technical-pedagogical knowledge of the content. It is concluded that the use of synthetic samples is an interesting way of improving data quality, both for security and anonymization and for increasing sample sizes.

The purpose of the current study was to develop and validate the Online Teaching Motivation Scale (OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning. The widespread prevalence of online and hybrid teaching modalities, many established during the COVID-19 pandemic, has necessitated reliable, valid measures to better understand factors that impact teachers' motivation for online teaching and learning. The OTMS went through a rigorous validation process, including a pilot survey for content review, digital administration to K-12 teachers (N=379), and confirmatory factor analysis. The result was a 24-item survey designed to measure teacher motivation for online teaching based on three factors: teacher self-efficacy for online teaching, teacher perceptions of online teaching and learning, and perceived administrative support for online teaching. The OTMS was found to have a strong model fit, as well as strong reliability and validity measures. Future research includes wide administration of the OTMS to examine the relationship between K-12 teacher motivation for online teaching and students' achievement and to inform the development of appropriate support models.

Online learning is one form of distance education mediated through information and communications technology. We used a descriptive research design to develop and validate a multidimensional instrument to assess readiness and motivations for online learning. We provided a theoretical framework to better understand the concept of readiness for online learning and motivations to learn online. We assessed the need for a professional online Master's degree in Agricultural Education from Clemson University and participants' experience with online learning. Participants in this study included 531 Cooperative Extension agents, Natural Resource Conservation Agency, Farm Service Agency employees, and School-based agricultural educators from South Carolina, North Carolina, and Georgia. Of those, 96 participants completed the open-ended question. The study findings revealed that the survey instrument is a valid and reliable tool. Most participants reported a tendency for self-directed learning as they indicated having higher learning expectations performances. Individuals who perceive themselves as capable of performing a specific task or behavior have high levels of self-efficacy. Participants expressed that distance from campus--no need to relocate, and flexibility were their primary motivators to enroll in online learning. Many prefer using asynchronous technologies since they provide a more convenient environment where they can work at their own pace and better balance their work and school responsibilities. Results may also suggest that participants who are motivated to pursue an online degree place a high value on being self-directed learners since they can plan, monitor, and evaluate their own learning process.

Multi-componential models of translation competence are widely used in translator training as a yardstick for curricular and syllabus design. These models must be adapted to reflect professional trends, such as the impact of artificial intelligence, and machine translation in particular, on working methods. This paper describes the process of adapting a pioneering model of legal translation competence to the broader scope of institutional translation in light of recent trends, as verified by triangulating information from multiple interviews, analyses of translation volumes and job descriptors and other professional inputs. The resulting revised descriptor was validated through a survey of 474 translation professionals from 24 international organisations of diverse sizes and domain specialisations. The suitability of the descriptor was corroborated across the board, but variations were found in perceptions of the relevance of sub-competences to ensure translation quality. Profiles with a stronger specialisation in legal translation or more experience in institutional translation showed higher awareness of the relevance of all the sub-competences, especially the core language, strategic and thematic competences, and even more so for translating texts of a legal or administrative nature. The implications of these findings for training purposes in particular are discussed.

One of the factors that affect inclusion is teachers' concerns about it. Teachers may believe that they will not be successful in inclusion due to the concerns they have experienced. Therefore, understanding teachers' concerns about inclusion plays a critical role in achieving the purpose of education. This research aimed to adapt The Concerns about Inclusive Education Scale Short Form (CIES-SF) into Turkish, which was converted into a shorter version by Lozano et al. (2022). The study participants consisted of 650 teachers. Exploratory factor analysis was conducted to establish construct validity of the scale, while confirmatory factor analysis was used to confirm its structure. The reliability coefficient for the entire scale, as measured by the Cronbach alpha, was calculated to be 0.87. The results of confirmatory factor analysis revealed favourable goodness of fit indices, with [chi-squared] = 129.91, df = 50, [chi-squared]/df = 2.59, p < 0.001, RMSEA=0.070, SRMR=0.062, NNFI=0.93, CFI=0.94, GFI=0.92, AGFI=0.88. The Concerns About Inclusive Education Scale Short Form (CIES-SF) is a reliable tool that can be administered quickly to assess teachers' concerns about inclusion. This valuable tool can be utilised by researchers, particularly teacher trainers, to better understand teachers' concerns related to inclusive education practices.

This study deployed a mixed-method approach to explore how international graduates identified and strategically utilised their resources to negotiate employability in the host country. One hundred and eighty international graduates from Australian universities participated in a survey and in-depth interviews. Findings revealed that employability was determined by various forms of capital including human, cultural social, identity and psychological. More importantly, the graduates had to develop 'agentic capital' to decide how to utilise these forms of capital appropriately. Social and cultural capitals emerged as the crucially important elements when the graduates looked for opportunities to get a foot into the labour market. These forms of capital enabled the graduates to mobilise their human capital. However, to navigate barriers in the workplace, the articulation of a sound understanding about the working culture became a 'must' because the graduates found it hard to understand hidden rules and conventions in the labour market. Results from the study indicate that graduate employability should not just be measured right after students' graduation because different forms of capital play their significant roles at different stages of the graduates' career development. Besides, higher education should equip students with various forms of capital.

Across waves of a panel survey, panel members are repeatedly exposed to the same or very similar survey questions, which might lead to learning effects. We used data from 24 waves of online interviews in a probability-based panel survey to investigate the positive and negative effects of becoming more familiar with the survey questions. We found that respondents became increasingly faster when answering the same questions across waves. Our analyses revealed that this effect could be attributed only partly to satisficing response behaviors associated with negative learning effects (i.e. speeding). In fact, positive learning effects (i.e. answering faster because of greater familiarity with the response tasks) appear to be the primary driver of change in response times. In summary, our research suggests that learning across waves of a panel survey has a positive effect on response behavior, which researchers should consider in survey planning and operations.

Purpose: This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time. Method: Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs (n = 340; 39% female) into subgroups based on their word reading and vocabulary knowledge. Growth models were then fit within each profile to evaluate reading comprehension performance over time. Results: Analyses revealed four latent profiles emerged: (a) very low word reading and low vocabulary (10%), (b) low word reading and low vocabulary (71%), (c) average word reading and low vocabulary (16%), and (d) high word reading and low vocabulary (3%). Subgroups varied in their reading comprehension initially and over one year. Students in the subgroup marked by very low word reading and low vocabulary showed the lowest reading comprehension performance initially; however, they also showed the greatest growth over one year. Conclusion: These findings suggest that there is heterogeneity in the reading skill profiles of Spanish-speaking EBs with reading comprehension difficulties. They also underscore the prevalence of word reading difficulties among these students. These may be important factors to consider when developing interventions to prevent and remediate these difficulties.

Indirect questioning techniques such as the randomized response technique aim to control social desirability bias in surveys of sensitive topics. To improve upon previous indirect questioning techniques, we propose the new Cheating Detection Triangular Model. Similar to the Cheating Detection Model, it includes a mechanism for detecting instruction non-adherence, and similar to the Triangular Model, it uses simplified instructions to improve respondents' understanding of the procedure. Based on a comparison with the known prevalence of a sensitive attribute serving as external criterion, we report the first individual-level validation of the Cheating Detection Model, the Triangular Model and the Cheating Detection Triangular Model. Moreover, the sensitivity and specificity of all models was assessed, as well as the respondents' subjective evaluation of all questioning technique formats. Based on our results, the Cheating Detection Triangular Model appears to be the best choice among the investigated indirect questioning techniques.

Randomized response techniques (RRTs) are applied to reduce response biases in self-report surveys on sensitive research questions (e.g., on socially undesirable characteristics). However, there is evidence that they cannot completely eliminate self-protecting response strategies. To address this problem, there are RRTs specifically designed to measure the extent of such strategies. Here we assessed the recently devised unrelated question model - cheating extension (UQMC) in a preregistered online survey on intimate partner violence (IPV) victimization and perpetration during the first contact restrictions as containment measures for the outbreak of the coronavirus disease 2019 pandemic in Germany in early 2020. The UQMC accounting for self-protecting responses described the data better than its predecessor model which assumes instruction adherence. The resulting three-month prevalence estimates were about 10% and we found a high proportion of self-protecting responses in the group of female participants queried about IPV victimization. However, unexpected results concerning the differences in prevalence estimates across the groups queried about victimization and perpetration highlight the difficulty of investigating sensitive research questions even using methods that guarantee anonymity and the importance of interpreting the respective estimates with caution.

The transition to secondary school can be a challenging period for adolescents. Although several questionnaires exist to measure transition-related concerns, there is a need to develop a comprehensive survey for assessing the knowledge and skills that adolescents require to adapt effectively to a new school. Thus, the purpose of this study was to develop and investigate the psychometric properties of a preliminary self-report tool (PSTRS) for identifying the presence or absence of factors that facilitate transition to secondary school and are important for adolescent understanding of well-being. The PSTRS was developed in a series of stages that involved a systematic review of the school transition literature, a review of psychometric scales, empirical data of adolescents' well-being conceptualizations, expert reviews, and a pilot study. Seventy-one items were compiled to collect information on 20 school, social, physical, psychological, and spiritual components. Cronbach's alpha for the survey was 0.943 in a sample of Year 8 NZ intermediate school students (N = 471). Test-retest reliability was 0.866 in a subsample of 121 participants. Single-measures ICCs of subscales ranged from 0.501 to 0.943. The PC analysis resulted in a three-component factor structure. The PSTRS and its subscales positively correlated with well-being and negatively correlated with anxiety. Overall, PSTRS appears to be a reliable and valid tool for determining adolescent readiness to transition to secondary school. PSTRS data may be useful for researchers, school professionals, psychologists, and policymakers to better understand positive school transitions. Implications for future research and practice are discussed.

The Adult-Oriented Sport Coaching Survey (AOSCS) is a valid and reliable measure of coaches' and Masters athletes' perspectives of how often adult-oriented coaching practices are used. However, Masters athletes' heterogenous traits have been acknowledged as barriers to generalizing research findings on coaching behaviors. Therefore, this study aimed to conduct invariance testing of the AOSCS across groups of Masters athletes based on age, gender, competition level, and sport grouping variables. A sample of 616 Masters athletes (61.9% female, 37.5% male; M[superscript age] = 54.47 years, SD = 10.82) completed the AOSCS-A (athlete version) and demographic questions. The results indicated the AOSCS-A demonstrates configural, metric, scalar, and strict invariance across Masters athletes that differed on age, gender, competition level, and sport. This evidence advances the AOSCS-A as an assessment tool by ensuring confidence in the measurement and interpretation of adult-oriented coaching practices reported by Masters athletes, irrespective of age, gender, competition level, and sport.

Research Findings: Immigrant families who represent a growing share of the early schooling population face unique challenges related to involvement in their children's education. This study examined whether and to what extent home-based parent involvement and parental warmth are associated with the socio-emotional and academic outcomes of children of immigrant mothers during the kindergarten year -- a critical and sensitive period for later school success. The study sample included 9,187 children from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. Among the major findings, the study revealed that Hispanic and Asian immigrant parents, on average, were less frequently involved in home-based activities and reported less warmth than U.S.-born parents. Additionally, greater frequency of home-based parent involvement was associated with better interpersonal skills for both children of Hispanic immigrant mothers and children of Asian immigrant mothers, but home-based involvement was also positively associated with reading and math scores for children of Asian immigrant mothers. Moreover, the association between home-based involvement and socio-emotional outcomes was manifested broadly among poor children of immigrant mothers. Practice or Policy: The findings highlight the importance of understanding cultural differences in parent involvement and parenting styles to enhance immigrant children's educational experiences.

Objective: The objective was to examine mental health of undergraduate researchers (UGRs) during the COVID-19 pandemic. Participants: We surveyed 962 UGRs who were conducting research in Spring 2020 at over 100 US universities. Methods: We conducted an online survey in July 2020. We analyzed data using descriptive statistics and multivariable generalized estimating equations. Results: 63% reported at least mild anxiety and 73% reported at least mild depression based on GAD-7 and PHQ-9 scores; 15.2% reported severe anxiety (score [greater than or equal to] 15) and 23.4% reported severe depression (score [greater than or equal to] 15). More COVID-19-related adverse event experiences were associated with more severe anxiety and depression, as were first-generation status, woman gender, and LGBQ status. Greater social support was protective, and significantly more so for men (vs. women) and continuing generation (vs. first generation) students. Conclusion: Faculty have an important role in the mental health of their mentees. Additional interventions are needed to better support women and first-generation students.